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Projects Virtual English Language AdviserAn interactive, adaptive dialogue-based system for providing case-specific advice to learners of English. Copyright ©2002-2006 HKUST. All rights reserved. Project Management Pathway Writers Concept and Content Systems Analysis and Programming Data Entry and Proofing Design Funding Purpose Rationale Collaboration History References Project Management Sarah Toogood lcsally@ust.hk http:// www.sarahtoogood.com Pathway Writers Sarah Toogood lcsally@ust.hk http:// www.sarahtoogood.com Lynn Sinclair lclynns@ust.hk http://lc.ust.hk/~sac/adviser/lynns.htm Elza Tsang lcelza@ust.hk http://lc.ust.hk/~sac/adviser/elza.htm Lucy Cooker lucycooker@gmail.com Concept and Content Sarah Toogood lcsally@ust.hk http://www.sarahtoogood.com Richard Pemberton richard.pemberton@nottingham.ac.uk Susanna Ho lcschiu@ust.hk http://lc.ust.hk/~sac/adviser/susanna.htm Elza Tsang lcelza@ust.hk http://lc.ust.hk/~sac/adviser/elza.htm Systems Analysis and Programming Raymond Chan rchan@ust.hk Data Entry and Proofing Smita Kedia lcsmita@ust.hk Design Amber Matthews amber@spin.com.hk Funding * University Grants Committee Teaching Development Grant Ref. No HKUST-6 * Hong Kong University of Science and Technology top-up funding * Seeking future funding Learner autonomy, Teacher autonomy, Self-access, Language advising/counselling, New technologies and new learning environments, Flexible learning, Learning strategies, Metacognition, Learner training, Curriculum development, Materials development, Methodology Affective factors in distance language learning A longitudinal study investigating beliefs, anxiety and motivation among distance language students, the strategies they use to cope and any affective changes that occur during the course of study. Stella Hurd Learner autonomy, New technologies and new learning environments, Distance learning, Learning strategies, Metacognition, Learner training, Materials development Design, Evaluation, and Use of a Self-Access Website for Learning Spanish Speech Acts This project addresses the challenges of describing speech acts in Peninsular and Latin American Spanish within a web-based learning environment. The project involves the design, construction, and evaluation of a self-access website specifically dedicated to learning Spanish speech acts. It also includes evaluational research on the use of the site by learners of Spanish. Dr. Andrew Cohen, University of Minnesota Julie Sykes, Research Assistant, University of Minnesota CARLA-Center for the Advanced Research of Language Acquisition Learner autonomy, Self-access, New technologies and new learning environments, Distance learning, Learning strategies, Learner training, Materials development, Methodology, Culture, Context and Autonomy PhD research project about Learner autonomy in foreign language learning in higher education: components, descriptors and standards In my research I intend to investigate learner autonomy in the context of foreign language learning in Higher Education. I intend to find out among the definitions already given a consistent definition with general validity and which is suitable for my context of investigation. On this basis I intend to formulate descriptors for learner autonomy, and to find out if it is possible to define a scale of such descriptors, describing through them levels of learner autonomy. Learner autonomy, Teacher autonomy, Self-access, Learning strategies, Learner training Student portfolios The cross-curricular portfolio project was developed and tested in a junior secondary school in Milan (Istituto Comprensivo "Borsi"), which was therefore my "partner" on this occasion. The portfolio aims at involving learners in assessing and documenting their learning experiences and developing competences across the various curriculum subjects, and implies, as a major change in teaching organization, regular meetings with a "tutor", a teacher who is responsible for monitoring a selected groups of pupils. The portfolio is therefore used by students both with all subject teachers, for subject-related developments, and with their "tutor" for more general cross-curricular issues. Luciano Mariani Learner autonomy, Learning strategies, Metacognition, Learner training, Curriculum development, Materials development, Methodology Fostering Autonomy Through an Electronic Learning Environment This project investigates the ongoing development of an Electronic Learning Environment designed to support students in their self-directed learning. Hayo Reinders Learner autonomy, Self-access, Language advising/counselling, New technologies and new learning environments, Distance learning, Flexible learning, Metacognition, Learner training Establishing a comparative research methodology framework The research explores new methodologies in comparative study, to encourage critical reflection on the context and manifestations of autonomy and related teacher development. The aim is to establish a comparative research methodology framework which can be used in different contexts and allows for greater ease of comparison (and contrast) of research and greater generalisability of results. Terry Lamb and Hayo Reinders Learner autonomy, Teacher autonomy, Language policy, Methodology Project -based learning(PBL): Focus on learner autonomy This is a classroom based research project. Its aim is to give learners strategies to learn on their own by providing them exposure and meaningful occasions to 'use ' English, which is not so easy in EFL environment . It is differnt from usual PBL as it is an out of class. voluntary activity, not necessarily tethered to the prescribed course (not changed for 40 years in Pakistan! and many South Asian Countries). Some self learning activities Activities include 'profile cards', 'self creaed cloze', 'Radio news' and 'making a class newspaper/book ' alone/ in groups. These are shared after a ten week period with the whole class and the instituion. The research has undergone differnt stages. 1.First researcher Zakia Sarwar worked on it alone. (1983-85) 2. Second cycle with some colleagues in her institution( 1993- 97) 3. Five teachers from 3 institutions tried out the PBL model (1999-2000) 4.International cycle: currently being done in Egypt, negotiations on with teachers in Sri Lanka, Nepal, India and Bangla Desh Learner autonomy, Self-access, Learner training, Materials development, Methodology EuroPAL- A European Pedagogy for Autonomous Learning: Educating Modern Language Teachers through ICT EuroPAL is a project on autonomous learning, focused on the use of ICT for teacher education. The aim is to provide language teachers and teachers-to-be with an understanding of pedagogy for autonomy and lifelong learning. Multimedia teacher education materials will be developed. Project outputs include documents, such as an autonomy profile of the modern language teacher, a book (Issues in a Pedagogy for Learner Autonomy), a multilingual website with samples of project work, and a multilingual, interactive CD-ROM. This is a Comenius 2.1 project of the European Commission. Coordinator: Manuel Jiménez Raya (Universidad de Granada-Spain) Participants: Terry Lamb (University of Sheffield-UK) Turid Trebbi (University of Bergen-Norway) Flávia Vieira (Universidade do Minho-Portugal) Pambos Vrasidas (IMCS Intercolege-Cyprus) Enrica Flamini (Ministero Istruzione, Universitá e Recerca-Italy) June Miliander (Karlstads universitet-Sweden) Ivan Shotlekov (Plovdiv University "Paisiy Holendarski-Bulgaria) Learner autonomy, Teacher autonomy, New technologies and new learning environments, Flexible learning, Language policy, Curriculum development, Materials development, Methodology Students?? Perceptions Of And Attitudes To Self- Learning English At The University This qualitative research deals with those students of English as a foreign language who either choose or are imposed to learn the language in a self-instruction learning mode. It intends to find out what the students' perceptions of and attitudes to self-learning the target language are. L. Edith Herrera Diaz Learner autonomy, Self-access, Learner training Textbook (autonomy analysis) This research project will focus on the analysis of textbooks. We will look for connections between textbook discourse features and learner autonomy. Textbooks will be analysed as pieces of discourse by using Hymes SPEAKING model of analysis. Sergio Valdivia, MSc in ELT (SAC Adviser/Instructor, CADI USBI-Xalapa, MEXICO) Learner autonomy, Teacher autonomy, Metacognition, Materials development, Culture, Context and Autonomy Developing Teacher Autonomy in Pakistan with special reference to ELT To find the interest level of learning English to highlight the need for initiating Research in Teacher Autonomy in Pakistan To research and establish low cost training aids for Teaching English By CER Firm dedicated to service in Education & Training Teacher autonomy, Self-access, Materials development, Methodology Promoting Learner Autonomy in Language Learning through Online Environment teacher as a self-directed learner Initially, I take in-service orientation with academic course in the class. In order to help students build their responsibility with the sense of autonoumous language learning by the use of the technology-enhanced language learning. In contrast, in a learner cnetered setting, I am more of an advanced, actively engaged learner who also models reading, writing and acquiring new skills and ideas. Meanwhile, I who incorporate communication tools and computer agents into a classroom must become a self-directed learner to gain new knowledge about the technology and the best application of instructional system design and language learning theoires. In actual practice, the number of responsibiltieis of the classroom I will increase and expand wtih the introduction of technology. students?? speculation of SDLL Finally, I will teach students of the self-directed learner to the program outsideclassroom ??the extent to which, in any educational program, the learner, the program, and the eudcator are able to respond to on another (Chen & Marcredie, 2004; Moore, 1986; Richards, 2005).? They have become collaborators with their peers after reflection on their own learning after the speculation of their own language learning. Learner autonomy, Teacher autonomy, Self-access, New technologies and new learning environments, Learning strategies, Methodology The Influence of self-efficacy on self-directed learning in an self-access Resource Center for language learning In my Ph.D. research project I will try to explore the influence of self-efficacy on the self-directed learning process and the learning outcome of learning german language in a self-access Resource Center. I am in the beginning of my research and would be interested in having contacts with other researcher in this field. Learner autonomy, Self-access, New technologies and new learning environments, Learning strategies, Curriculum development, Methodology
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